Multiplication and
Division
Year 5
I can multiply a two digit
number by a two digit
number
I can multiply a four
digit number by a one
digit number
I can multiply a three
digit number by a two
digit number
I can multiply a number
with 1 decimal place by
a single digit
I can divide a four
digit number by a one
digit number
I can divide a three
digit number by a two
digit number
Group 1
Problem solving and
Reasoning
Group 2
Problem solving and
Reasoning
Group 3
Problem solving and
Reasoning
Group 4
Problem solving and
Reasoning
Multiplication and Division
Aims of the National Curriculum
Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
become fluent in the fundamentals of mathematics, including through varied and frequent practice with
increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall
and apply their knowledge rapidly and accurately to problems
Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
Establish whether a number up to 100 is prime and recall prime numbers up to 19
Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
Multiply and divide numbers mentally drawing upon known facts
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for
two-digit numbers
Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret
remainders appropriately for the context
Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and
cubes
Solve problems involving addition, subtraction, multiplication and division and a combination of these, including
understanding the meaning of the equals sign
© Tara Loughran
Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple
rates.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and
developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with
increasing sophistication, including breaking down problems into a series of simpler steps and persevering in
seeking solutions.